Tag: Metacognition

The importance of writing (and metacognition, of course!)

12 October 2018

As a Research School, we were delighted to see the emphasis being placed on metacognition in the new Improving Secondary Science Guidance Report; it felt like everything was joining up into a coherent whole! […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 12 October 2018
Posted in: Blog
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Improving secondary geography teaching – learning from the EEF science report

5 October 2018

Kate Mouncey, outlines her thoughts on some of the recommendations in the EFF science guidance report and how she might use them to improve her own teaching in geography. […]

Author: Kate Mouncey
Posted on: 5 October 2018
Posted in: Blog
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NEW: Research School Training and Events 2018-19

17 July 2018

We are excited to announce that the Sandringham Research School training programme for 2018-19 is now released.  Booking is now open! Our popular three-day courses will include Leading Learning – leadership of evidence-informed CPD, a practical course supporting school leaders to embed evidence-based approaches in their school’s CPD programme.  This programme has been heavily subscribed in other national Research […]

Posted on: 17 July 2018
Posted in: Blog, News
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Graphic Organisers

6 July 2018

Following the recent publication of the EEF Metacognition and Self-Regulation Guidance Report, Karen Roskilly discusses graphic organisers. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 July 2018
Posted in: Blog
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Metacognition and self-regulation

09:30–15:00 on 28 September 2018

Metacognition and self-regulated learning is one of the most accessed strands of the EEF’s Teaching and Learning Toolkit and has been identified to improve student progress by eight additional months.  However, many are not yet clear on how principles of metacognition can be successfully applied in the classroom in order to improve outcomes for students. […]

Posted on: 27 June 2018
Posted in: Events, Training/CPD
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Marvellous Metacognition – A reflection on the EEF Guidance workshop

12 June 2018

This afternoon we were delighted to welcome delegates from across the region to our first workshop on the EEF Metacognition and Self-Regulation Guidance Report.  In two hours we provided a whirlwind tour through the report with a range of practical strategies that delegates could implement in their own schools and classrooms.  In this blog, we […]

Author: Kate Mouncey and Karen Roskilly - Sandringham Research School Leads
Posted on: 12 June 2018
Posted in: Blog
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Metacognition: the importance of modelling

6 June 2018

We have been spending a great deal of time over the past month at Sandringham Research School getting to grips with metacognition and the EEF Guidance Report on Metacognition and Self-Regulated Learning in preparation for our twilight workshops on the topic this half term. The third recommendation the report – Model your own thinking to […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 June 2018
Posted in: Blog
Tagged as: ,

Metacognition and self-regulated learning: SOLD OUT

13:45–16:00 on 11 July 2018

Metacognition and self-regulated learning is one of the most access strands of the EEF’s Teaching and Learning Toolkit and has been identified to improve student progress by eight additional months.  However, many are not yet clear on how principles of metacognition can be successfully applied in the classroom in order to improve outcomes for students. […]

Posted on: 15 May 2018
Posted in: Events, Training/CPD
Tagged as:

Thinking About Metacognition – the new EEF guidance report

1 May 2018

Kate Mouncey and Karen Roskilly discuss the new EEF Guidance Report on Metacognition and Self-Regulated Learning. […]

Author: Kate Mouncey and Karen Roskilly - Sandringham Research School Leads
Posted on: 1 May 2018
Posted in: Blog
Tagged as: , ,

Effective Feedback to Maximise Progress – Day Two

28 March 2018

Karen Roskilly, Sandringham Research School Lead, writes about day two of our our training course Effective Feedback to Maximise Progress […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 28 March 2018
Posted in: Blog
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